1. australian universities quality...
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1. AUSTRALIAN UNIVERSITIES QUALITY AGENCY
The Australian Universities Quality Agency (AUQA) is an independent, not-for-profit
national agency which was established to promote, audits, and reports on quality assurance
in Australian higher education. It was formally established by the Ministerial Council on
Education, Training and Youth Affairs (MCEETYA) in March 2000. It operates
independently of governments and the higher education secto. AUQA is owned by, and
receives core, operational funding from the Commonwealth, State and Territory Ministers
for higher education.
Audits of State and Territory higher education accreditation authorities pay particular
attention to the following: recognition and accreditation processes; the consistency of these
processes with the National Protocols for Higher Education Approval Processes; and the
consistency of their judgements with those made in other States and Territories.
Quality audits of self-accrediting institutions are whole-of-institution audits based on a
self-assessment and a site visit. AUQA investigates the extent to which the institutions are
achieving their missions and objectives. Audits assess the adequacy of an institution‟s
quality assurance arrangements in the key areas of teaching and learning, research and
management, including the institution‟s overseas activities. It also assesses the institution‟s
success in maintaining standards consistent with university education in Australia. AUQA
makes use of panels of experts with substantial senior academic and administrative
experience in higher education in Australia and abroad. Audits endeavour to minimise the
additional workload for universities and AUQA pays particular attention to supporting the
diversity of the higher education sector. National Protocols for Higher Education Approval
Processes, which among other things, set national standards and criteria for the
establishment of new universities and the accreditation of higher education courses offered
by non self-accrediting institutions form an important part of its activities.
Action taken in response to audit reports is the responsibility of the governing body of the
institution concerned or in the case of State and Territory accreditation authorities, of the
relevant Department and Minister. Exceptionally, failure to respond appropriately to
reports could lead to funding sanctions by the Commonwealth or regulatory action by the
relevant State or Territory Government.
Source: Australian Universities Quality Agency
Accessed at: http://www.auqa.edu.au/
The following are extracts from AUQA reports on individual universities regarding their
International Transnational/Offshore activities. They have been arranged alphabetically by
State/Territory and University. Full reports can be accessed at:
http://www.auqa.edu.au/qualityaudit/universities/ or by activating the hyperlinks by using
Ctrl + Click. Reports are available in either Word or PDF. Follow-up reports are not
available for all universities and vary in their format.
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AUSTRALIAN CAPITAL TERRITORY
The Australian National University (ANU) Canberra November 2007
http://www.auqa.edu.au/qualityaudit/reports/auditreport_anu_2007.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_anu_2007.pdf
Follow-up not available
Recommendation
9. AUQA recommends that ANU develop a strategy to extend its
engagement with external communities, locally, nationally and
internationally, so it becomes embedded within the academic community.
p.37
University of Canberra (UC) Canberra June 2003
http://www.auqa.edu.au/qualityaudit/reports/auditreport_canberra_2003.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_canberra_2003.pdf
Follow-up link inactive
Commendation
4. AUQA commends the University of Canberra for the overall level of care
that it displays in providing a supportive, inclusive, and nurturing learning
and teaching environment for its students, both local and residential, and
domestic & international. p.23
Recommendation
7. That the University of Canberra pay special attention to reviewing the
financial viability and strategic directions of its existing and any new off-
shore initiatives, and that the University communicate to relevant
stakeholders its planned path, scale and ultimate profile for the further
development of its International Education program. p.25
NEW SOUTH WALES
Charles Sturt University (UCS) Bathurst November 2004
http://www.auqa.edu.au/qualityaudit/reports/auditreport_csu_2004.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_csu_2004.pdf
http://www.csu.edu.au/division/plandev/publications/
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Affirmation
8. AUQA affirms CSU‟s finding that increased monitoring and evaluation
of the performance of its off- and on-shore partners is required. p.42
Recommendations
14. AUQA recommends that in finalising its Strategic Framework for
Internationalisation, CSU clarify the strategy‟s role in identifying priorities
with regard to locations and modes of operation abroad, the likely effect on
the University‟s international student recruitment in Australia and consider
how the University might more effectively harness the considerable market
intelligence available from its own staff and from its various partners. p.41
15. AUQA recommends that CSU clarify the locus of responsibilities for
international activities so that all within the University understand where
responsibility lies. p.41
16. AUQA recommends that CSU recognise and support more appropriately
the work being undertaken by the various groups within the Faculty of
Commerce and the Faculty of Science and Agriculture to develop and
strengthen the entirety of the University‟s activities with third party
providers. p.41
17. AUQA recommends that CSU adopt a risk-oriented approach in the
scheduling of its evaluation of current third party-providers and that it
develop more effective tools for the evaluation of prospective third-party
teaching partners and agents and devise appropriate formal approval
protocols. p.42
18. AUQA recommends that CSU find more effective mechanisms to
ensure that staff employed by third party providers to teach the University‟s
courses have a clear understanding of the philosophy of CSU‟s approach to
learning and teaching, and particularly, its standards of student assessment.
p.44
19. AUQA recommends that in light of its plans to increase the number and
cultural diversity of its on-campus international students, CSU develop a
fully planned, integrated and resourced approach to service delivery to these
students. p.45
Macquarie University (Macquarie) Sydney July 2003
http://www.auqa.edu.au/qualityaudit/reports/auditreport_macquarie_2003.d
oc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_macquarie_2003.p
df
http://www.mq.edu.au/dvc-academic/AUQAReport13.pdf
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Commendation
13. AUQA commends Macquarie University for the robust manner in which
the MBA and MApplFin are offered offshore, having high regard for
maintenance of standards equivalent to those applied to these programs
within Australia. p.47
Recommendations
15. That Macquarie consider establishing an internal relationship between
its various business-related Masters programs in Singapore (specifically the
MApplFin, the MBA and the MMgmt) so as to consolidate the range of
electives available, thereby providing a better quality of service to students,
and that Macquarie‟s marketing materials clearly indicate, where applicable,
that electives are offered subject to sufficient enrolments. p.43
16. That Macquarie University take immediate steps to address the
fundamentally unacceptable situation with respect to the unauthorized
offering by TMI of a full-time BBA program and in particular, that it
urgently undertake a detailed audit of the records associated with the
students who have been enrolled in this offering of the BBA via TMI, prior
to deciding on their individual academic status. p.45
17. That Macquarie take immediate steps to ensure that it is fully aware of
all offshore ventures in which students are enrolled with the University.
p.46
18. That Macquarie University develop a quality assurance plan in respect
of its international activities that includes, inter alia, a model contract with
partnerships, due diligence of partners prior to approving contracts,
provision for program and unit approvals and regular reviews,
communication systems with partners, defined assessment processes and
responsibilities, academic security provisions, evaluation of student learning
outcomes against Macquarie‟s domestic students as a benchmark,
evaluation of teaching using an accepted methodology. p.47
19. That Macquarie University ensure all personnel involved in the
provision of offshore teaching receive suitable professional development
and performance appraisal. p.47
Southern Cross University (SCU) Lismore October 2003
http://www.auqa.edu.au/qualityaudit/reports/auditreport_scu_2003.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_scu_2003.pdf
http://www.scu.edu.au/admin/acqua/index.php?page_id=17&menu=5_29
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Recommendations
11. That SCU ensure sufficient level of English proficiency for the entry of
NESB international students into all programs, but particularly those in
China. p.37
12. That following the recent establishment of pro-forma agreements to
govern all future offshore operations, it is recommended that SCU revise all
existing agreements to conform to the new format and process. p.38
The University of Newcastle (UoN) Newcastle January 2003
http://www.auqa.edu.au/qualityaudit/reports/auditreport_newcastle_2003.do
c
http://www.auqa.edu.au/qualityaudit/reports/auditreport_newcastle_2003.pd
f
http://www.auqa.edu.au/qualityaudit/followups/followup_newcastle_2005.d
oc
Commendations
14. AUQA commends the University for its new practice of inducting
offshore agents to help assure the quality of the recruitment process. p.33
15. AUQA commends the University for providing strong backing for its
exchange agreements, thereby supporting its teaching and learning goals.
p.35
Recommendation
15. That the University establish and implement a specific system for
assuring the quality of all its programs delivered offshore, including (inter
alia): a robust process of due diligence for partners and agents; quality
controls for translation services; comparisons of learning outcomes for
students in offshore and equivalent onshore programs as one indicator of
equivalent quality. p.34
The University of New South Wales (UNSW) Sydney March 2006
http://www.auqa.edu.au/qualityaudit/reports/auditreport_unsw_2006.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_unsw_2006.pdf
Follow-up not available
Commendation
11. AUQA commends UNSW for its internationalisation activities through
UNSW International and NewSouth Global and in particular for its student
exchange programs and support of international students. p.41
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The University of New England (UNE) Armidale May 2004
http://www.auqa.edu.au/qualityaudit/reports/auditreport_une_2004.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_une_2004.pdf
http://www.une.edu.au/planning/UNEQAprogress.pdf
Recommendations
15. That the University of New England Academic Board review the
University‟s entrance criteria, including English language requirements, in
accordance with relevant national and international standards, and asserts
control over these criteria through a robust monitoring system. p.46
16. That the University of New England review the system in place for
ensuring that students in transnational programs are aware of UNE
grievance procedures, and that those procedures are able to be effected. p.48
17. That the University of New England undertake a major review of the
quality assurance systems in place for the design, approval, delivery and
review of transnational programs, including in the scope of the review the
respective roles of the Academic Board, International Committee and
Entrepreneurial Committee, and also incorporating a detailed assessment of
the effectiveness of quality assurance systems being applied in respect of
the current and recently-terminated transnational programs. p.49
The University of Sydney (Sydney) Sydney December 2004
http://www.auqa.edu.au/qualityaudit/reports/auditreport_usyd_2004.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_usyd_2004.pdf
http://www.usyd.edu.au/quality/AUQA/auqa_2004.shtml
No commendations, affirmations or recommendations.
University of Technology Sydney (UTS) Sydney August 2006
http://www.auqa.edu.au/qualityaudit/reports/auditreport_uts_2006.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_uts_2006.pdf
Follow-up not available
Commendation
10. AUQA commends UTS for its support and management of periods of
international study experience for Australian students through either the
International Exchange Student Scheme or the Bachelor of Arts in
International Studies. p.49
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Affirmation
9. AUQA affirms the University‟s intention to pursue further strategies to
internationalise teaching and learning and to take a more strategic and
longer-term approach to international partnerships. p.48
Recommendation
13. AUQA recommends that UTS revise its quality assurance arrangements
for programs taught offshore to include explicit guidance on the strategic
selection of offshore partners, a requirement for explicit consideration of the
ways in which equivalence will be achieved, and a requirement for
comparisons of success among different student cohorts. p.50
University of Western Sydney (UWS) Sydney January 2007
http://www.auqa.edu.au/qualityaudit/reports/auditreport_uws_2007.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_uws_2007.pdf
Follow-up not available
Recommendation
6. AUQA recommends that UWS reconsider the approach to offering
transnational UWS award programs to ensure that the UWS reputation is
strong and that quality is assured in practice. p.38
University of Wollongong (UOW) Wollongong February 2006
http://www.auqa.edu.au/qualityaudit/reports/auditreport_uow_2006.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_uow_2006.pdf
http://www.uow.edu.au/content/groups/public/@web/@spq/documents/doc/
uow038439.pdf
Recommendations
9. AUQA recommends that the University of Wollongong strengthen its
quality controls in relation to how it promotes itself and its programs, with
particular emphasis on its promotion to international markets. p 37
10. AUQA recommends that the University of Wollongong establish a more
comprehensive framework for the quality assurance of its offshore activities,
perhaps overseen by a high level University committee. p.39
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NORTHERN TERRITORY
Charles Darwin University (CDU) Darwin October 2005
http://www.auqa.edu.au/qualityaudit/reports/auditreport_cdu_2005.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_cdu_2005.pdf
http://www.cdu.edu.au/aqpvet/auqaprogressreport.html
Recommendation
13. AUQA recommends that CDU improve its planning and focus in the
area of international student recruitment, with some reference to its own
identified „near Asia‟ region. p41
PRIVATE
Australian Catholic University (ACU National) Sydney December 2002
http://www.auqa.edu.au/qualityaudit/reports/auditreport_acu_2002.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_acu_2002.pdf
http://www.acu.edu.au/acu_national/about_acu_national/quality_education/
Commendation
8. That ACU investigate how it can best provide the technical and analytical
support for an evidential approach to planning and review. p.34
Recommendation
12. That ACU develop a comprehensive system for deciding which off-
shore activities to engage in, for planning, implementing and controlling
them, and for incorporating an effective quality assurance system. p.35
Bond University (Bond) Gold Coast February 2005
http://www.auqa.edu.au/qualityaudit/reports/auditreport_bond_2005.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_bond_2005.pdf
http://www.bond.edu.au/quality/AUQAProgressReportSeptember2006.pdf
Recommendation
16. AUQA recommends that Bond University develop principles to guide
the development, management and monitoring of transnational programs
and partnerships, including probity and due diligence procedures and the
maintenance of consistent and appropriate admission standards, including
English competency. p.41
9
The University of Notre Dame November 2003
http://www.auqa.edu.au/qualityaudit/reports/auditreport_notredame_2003.d
oc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_notredame_2003.p
df
http://www.nd.edu.au/downloads/university/auqa/UniversityResponseToA
UQARecommendationsNov06v2.pdf
Recommendation
17. That the University clarify its strategy with respect to
internationalisation, identifying priority objectives, targets, benchmarks and
associated resource implications, and clearly specify the expected outcomes.
p.35
QUEENSLAND
Central Queensland University (CQU) Rockhampton February 2006
http://www.auqa.edu.au/qualityaudit/reports/auditreport_cqu_2006.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_cqu_2006.pdf
Follow-up not available
Commendation
10. AUQA commends Central Queensland University for its offshore
international operations strategy of focusing on a few key partnerships, with
robust quality assurance systems based on its ESOS manual, and strong
partnership management. p.49
Griffith University (Griffith) Brisbane April 2004
http://www.auqa.edu.au/qualityaudit/reports/auditreport_griffith_2004.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_griffith_2004.pdf
http://www.griffith.edu.au/vc/pdf/auqa_progress_report2005.pdf
Commendation
12. AUQA commends Griffith University for the Excellence in Cultural
Experiential Learning and Leadership (ExcelL) program. p.34
Recommendations
14. That Griffith University ensure that it has the means to monitor progress
towards the achievement of all its internationalisation objectives. p.33
10
15. That Griffith University, through the Griffith Institute for Higher
Education or otherwise, ensure that academic staff are supported in its
objective of internationalising not only course content but also their
approach to teaching. p 33
James Cook University (JCU) Townsville September 2004
http://www.auqa.edu.au/qualityaudit/reports/auditreport_jcu_2004.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_jcu_2004.pdf
http://www.jcu.edu.au/asd/quality/Progress report7.pdf
Commendation
7. AUQA commends JCU for having put an appropriate Quality Assurance
framework in place in the form of the Management of Off-Campus
Academic Programs Policy. p23
Affirmation
3. That JCU in resolving the issue of the long term off-shore provider for its
Bachelor of Business and MBA programs put in place appropriate transition
arrangements for students to protect the quality of the programs and the
reputation of JCU in Singapore. p.25
Queensland University of Technology (QUT) Brisbane August 2005
http://www.auqa.edu.au/qualityaudit/reports/auditreport_qut_2005.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_qut_2005.pdf
http://www.frp.qut.edu.au/departments/perf/documents/QUT 2007 AUQA
Progress ReportFIN.pdf
Recommendation
7. AUQA recommends that QUT develop a university-wide formalised
induction program and supporting information for all staff involved in
teaching QUT programs overseas. p.22
The University of Queensland (UQ) Brisbane September 2003
hhttp://www.uq.edu.au/quality/index.html?page=30488&pid=13867ttp://w
ww.auqa.edu.au/qualityaudit/reports/auditreport_queensland_2003.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_queensland_2003.p
df
11
Commendation
12. AUQA commends UQ for its thorough process for appointing
international student recruitment agents. p.37
Recommendations
10. That UQ determine its desired direction in respect of its international
activities and finalise its incipient internationalisation plan. p.35
11. That UQ implement the recommendation of its 2002 Internal Audit
Report and develop guidelines and procedures relating to the
implementation of international arrangements. p.37
12. That UQ continue and extend its program of education to develop a
general understanding of internationalisation, and to draw attention to the
meaning and significance of an internationalised curriculum. p.37
University of Southern Queensland (USQ) Toowoomba October 2002
http://www.auqa.edu.au/qualityaudit/reports/auditreport_usq_2002.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_usq_2002.pdf
http://www.usq.edu.au/planstats/Quality/
Commendation
4. AUQA commends USQ for its determination to maintain educational
standards when delivering to offshore student markets, through the
application of assessment and examination policies identical to those
applied in Australia. p.20
Recommendations
8. That USQ review its management of partnerships, particularly with a
view to: (a) improving mechanisms for assessing prospective partners; (b)
integrating of quality assurance provisions, including periodic review, into
the agreements; and (c) involving relevant academic staff in the above. p.18
9. That USQ establish a systematic plan to ensure consistency and ongoing
communication among all Distance Education tutors (both onshore and
offshore) prior to and throughout the delivery of a course. p.19
10. That USQ explore opportunities for integrating and sharing evaluative
information with its offshore agents. p.20
11. That USQ review whether the role and methods of moderators, as
developed in respect of courses where the examiners are USQ staff
members, are appropriate when applied in respect of courses where the
examiners are not USQ staff members. p.21
12
12. That USQ develop formal Moderation Guidelines (or a consolidated
section on Moderation in the Assessment Policy and Regulations) for
application across all modes and study options. p.21
13. That USQ consider developing a risk identification and management
process, prior to the commencement of teaching, for programs delivered in
languages other than English. p.22
14. That USQ take steps to ensure students are receiving accurate,
consistent and sufficient information concerning the accreditation status of
the programs in which they are intending to enroll, having regard to their
local context and reasonable suppositions. p.23
University of the Sunshine Coast (USC) Maroochydore February 2007
http://www.auqa.edu.au/qualityaudit/reports/auditreport_usc_2007.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_usc_2007.pdf
Follow-up not available
Commendations
10. AUQA commends USC for its Global Opportunities Program which is
highly valued by students, and through which participants are well
supported. p.55
11. AUQA commends USC for its Homestay Program, which places
English Language Program students with families in the region and is
supported by robust quality assurance processes. p.55
Affirmation
10. AUQA affirms the work being undertaken by USC to strengthen quality
assurance processes for transnational education, including revised
agreement templates, annual audit meetings, and comprehensive checklists
to be used in establishing and monitoring partnered activities. p.52
Recommendations
11. AUQA recommends that USC satisfy itself that requisite host country
approvals are in place for the MBA program offered in Malaysia, taking
into account planned changes to the program that may bring into question
its status as an online program. Further, that USC review admissions
processes and partner procedures to ensure that appropriate entrance
standards are being maintained, and there is adequate validation of applicant
information. p.53
12. AUQA recommends that USC strengthen its quality assurance system
for transnational education, including approval of marketing and
13
promotional materials, student support processes, student orientation and
evaluation of offshore teaching staff. p.54
SOUTH AUSTRALIA
The University of Adelaide (Adelaide) Adelaide March 2003
http://www.auqa.edu.au/qualityaudit/reports/auditreport_adelaide_2003.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_adelaide_2003.pdf
http://www.adelaide.edu.au/opq/quality/auqaprogreport2005.pdf
Recommendations
25. That the University establish robust systems for assuring itself that the
terms of its agreements with off-shore education providers are being met.
The University‟s self-assessment has identified this as an area of concern.
p.56
26. That, as signalled in the Performance Portfolio, the University develop
processes for the University-wide annual review of the international student
academic performance. Most benefit from this would be obtained if it were
part of a broader, systematic review of teaching and learning outcomes
undertaken by the Academic Board. p.57
Flinders University (Flinders) Adelaide December 2006
http://www.auqa.edu.au/qualityaudit/reports/auditreport_flinders_2006.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_flinders_2006.pdf
Follow-up not available
Affirmation
10. AUQA affirms work being undertaken by Flinders which, when fully
implemented, will strengthen its quality assurance processes for
international education, including introduction of a formalised agreement
template, student evaluation of topics and teaching offshore, staff manuals
and workshops, consideration of standards across multiple locations within
its course review process, an offshore annual reporting template and process,
and a DVD to support offshore students. p.43
Recommendation
10. AUQA recommends that for the two courses offered with Nankai
University, Flinders ensure that delivery arrangements, student information
and partner agreemeJnt provisions are consistent with arrangements for
prior credit as stated on academic transcripts. p.42
14
University of South Australia (UniSA) Adelaide August 2004
http://www.auqa.edu.au/qualityaudit/reports/auditreport_unisa_2004.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_unisa_2004.pdf
http://www.unisa.edu.au/cha/staffinfo/AUQA.asp
Commendations
7. AUQA commends UniSA for the information and support services it
provides to international students. p.26
8. AUQA commends UniSA for its quality assurance system for
transnational programs. p.29
Affirmation
5. That UniSA address issues relating to the equivalence of assessment
between transnational and domestic versions of the same program. p.29
Recommendation
5. That in order to achieve its aims in internationalisation in teaching,
research and service, UniSA identify more specific performance indicators
and targets, and strategies for achieving them. p.26
TASMANIA
University of Tasmania (UTAS) Hobart November 2005
http://www.auqa.edu.au/qualityaudit/reports/auditreport_utas_2005.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_utas_2005.pdf
http://www.utas.edu.au/qualityaudit/UTAS%20Progress%20Report%20Jun
e%202007.pdf
Commendations
14. AUQA commends UTAS for promoting an international dimension to
the student experience. p.42
15. AUQA commends UTAS for negotiating partnerships with some well-
regarded offshore partners, including the introduction of the Joint
Management Committees to oversee relationship management; and for
commissioning the Guthrie and Johnston reviews of TNE (Transnational
Education) operations. p.43
15
Affirmation
14. In affirming the review activity applied to the TNE operation, AUQA
supports UTAS in its progress on and further intentions to implement the
recommendations arising from the TNE reviews, but also encourages
careful analysis of the advantages and risks of further growth in this sector,
including maintaining appropriate entry and exit standards of English
language proficiency. p.45
Recommendation
7. AUQA recommends that UTAS identify and implement ways to
promulgate information about the University‟s TNE operation amongst its
staff, students, and other stakeholders more effectively. p.45
VICTORIA
Deakin University (Deakin) Geelong February 2005
http://www.auqa.edu.au/qualityaudit/reports/auditreport_deakin_2005.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_deakin_2005.pdf
http://www.deakin.edu.au/vc/cqi-auqa.php
Affirmation
5. AUQA affirms Deakin University‟s action plan to address the various
quality improvements needed in its management and quality assurance of
off-shore teaching partnerships. p.31
La Trobe University (La Trobe) Melbourne March 2005
http://www.auqa.edu.au/qualityaudit/reports/auditreport_latrobe_2005.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_latrobe_2005.pdf
http://www.latrobe.edu.au/quality/assets/downloads/ReporttoAUQAonActi
onPlan.pdf
Commendations
11. AUQA commends La Trobe University for being proactive in
identifying and responding to the support needs of onshore international
students, for example via the ESOS Advisory Group. p.41
12. AUQA commends La Trobe University for some good examples of
positive and well-managed relationships with offshore partners which help
enable the University to provide quality education to students overseas. p.42
16
Recommendations
12. AUQA recommends that La Trobe University establishes a mechanism
for ensuring that moderation is appropriately and consistently implemented
for all applicable offshore courses, and that results for comparable onshore
and offshore courses are considered as one means
for determining equivalence. p.45
13. AUQA recommends that La Trobe University fully integrate Library
and Information Technology Services considerations into the overall
management of offshore activities in order to ensure that offshore students
receive an equivalent level of service in support of their education. p.45
14. AUQA recommends that La Trobe University reconsider the application
of its English language entrance standards in light of the overall demands of
the teaching, reading materials and assessment methods. p.46
Monash University (Monash) Melbourne December 2006
http://www.auqa.edu.au/qualityaudit/reports/auditreport_monash_2006.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_monash_2006.pdf
Follow-up not available
Recommendations
9. AUQA recommends that Monash University develop a „Statement of
International Purpose‟ to support and integrate the understanding of
internationalisation more effectively into the activities of the university.
p.50
10. AUQA recommends that Monash University develop procedures to
introduce local staff involved in courses taught as part of collaborative
teaching arrangements offshore to the University values, such as student-
centred and flexible learning, to ensure that the study experience is
equivalent. p.52
RMIT University (RMIT) Melbourne December 2003
http://www.auqa.edu.au/qualityaudit/reports/auditreport_rmit_2003.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_rmit_2003.pdf
http://www.rmit.edu.au/quality/auqa/
Commendation
10. AUQA commends RMIT University for the establishment of an
effective partnership with The Singapore Institute of Management, which
has provided a strong framework for the provision of well-supported award
programs. p.46
17
Recommendations
19. That the lines of responsibility, accountability and authority in the
management and quality assurance of off-shore teaching programs be
clarified as a matter of urgency and that RMIT University ensure that its
quality assurance procedures for off-shore partnership programs are
consistently implemented. p.44
20. That the RMIT International University Vietnam pedagogical model be
reconsidered, to place greater emphasis on the equivalence of learning
outcomes, rather than standardised inputs, and to recognise the pedagogical
relevance of contributions by the Vietnam-based academic staff in
customising the programs for that student group. p.45
21. That RMIT University ensure that it has effective mechanisms to
monitor the operations of its off-shore programs, that they are well aligned
with their own stated objectives, continue to meet the expectations of their
partners and are in compliance with the terms of the contract. It is further
recommended that, in relation to the postgraduate program offered at the
Alberton Management College, the University immediately address the
program problems raised by students. p.47
Swinburne University of Technology (Swinburne) Melbourne March 2003
http://www.auqa.edu.au/qualityaudit/reports/auditreport_swinburne_2003.d
oc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_swinburne_2003.p
df
http://www.swinburne.edu.au/corporate/spq/auqa/AUQAprogrepOct06.pdf
Commendation
6. AUQA commends the mentor program for international students at
Swinburne Lilydale as an effective means of supporting international
students. p.39
Recommendations
13. That, in developing the Internationalisation Master Plan, further
attention be paid to identifying an agreed definition of what is meant by the
term „internationalisation‟ at SUT and that this then be promulgated widely.
p.35
14. That SUT‟s Academic Board resolve, with urgency, the accreditation
status of the courses being offered through SSIT and that the current
academic and professional accreditation status of these courses be made
clear to students. More generally, the Academic Board should assure itself
that its decision-making processes with regard to all SUT‟s courses offered
off-shore are sufficiently robust. p.36
18
15. That SUT ensure that a comprehensive framework for the quality
assurance of its courses offered through SSIT be implemented without delay.
The University has recognised the need for this framework and is in the
process of constructing a suitable action plan. p.37
16. That SUT clarify the respective roles and responsibilities of its own staff
and staff of off-shore partner organisations, with respect to responsibility
for curriculum development and for quality assurance. p.37
17. That SUT establish effective communication mechanisms and ensure
that robust quality assurance systems are in place for its operations with off-
shore partner organisations within the Swinburne Global Learning Network
so that it has the means to ensure that the partner‟s activities (as they relate
to SUT courses) are fully compliant with SUT policy and practice. p.38
18. That the planned development of an overall framework for quality
assurance of SUT courses delivered off-shore be undertaken and
implemented. p.38
University of Ballarat (UB) Ballarat November 2002
http://www.auqa.edu.au/qualityaudit/reports/auditreport_ballarat_2002.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_ballarat_2002.pdf
http://www.ballarat.edu.au/vco/planning/AUQAPortfolio/AUQAProgressR
eport.doc
Recommendations
14. That UB ensure that it has full control of the entry of students to its on-
shore off-campus programs. p.31
15. That UB implement an effective mechanism for systematically assessing
the teaching being carried out in its courses by staff of local partner
organisations. p.32
16. That UB ensure sufficient resources, including library resources, are
available to students studying off-campus. p.32
17. That UB, through its Academic Board, develop moderation protocols
for use in arrangements where UB courses are being delivered off-campus
by external partners and ensure these protocols are appropriately applied.
p.33
18. That the comparative progress of students in different cohorts (whether
on-campus, off-campus or off-shore) be routinely monitored so as to ensure
the equivalence of UB‟s teaching with that of its partners. p.33
19. That the promotional material for UB degrees clearly state the different
course structures in the different locations. p.34
19
The University of Melbourne (Melbourne) Melbourne January 2006
http://www.auqa.edu.au/qualityaudit/reports/auditreport_uom_2006.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_uom_2006.pdf
Follow-up not available
Commendation
15. AUQA commends UoM for the efficient organisation and effective
implementation of international student services, which are successfully
delivered through the complementary provision of central and faculty level
support. p.33
Affirmation
3. AUQA affirms UoM‟s recognition of the need to develop a coordinated
approach to its international positioning through the development of an
Internationalisation Plan. p.30
Recommendation
8. AUQA recommends that UoM ensure that the meaning of the presence of
the UoM crest on Universitas 21 Global degree parchment (and within
Universitas 21 Global promotional materials) is unambiguously and clearly
communicated to current and prospective Universitas 21 Global students.
p.32
Victoria University (VU) Melbourne December 2006
http://www.auqa.edu.au/qualityaudit/reports/auditreport_vu_2006.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_vu_2006.pdf
Follow-up not available
Commendations
10. AUQA commends Victoria University for establishing and maintaining
strong relationships in the delivery of offshore programs with several well-
regarded international partner institutions. p.40
11. AUQA commends Victoria University for identifying the risks
associated with international partnerships and offshore teaching, initiating
external audits to refine the risk analysis and systematically working to
implement the audit recommendations. p.41
Recommendation
11. AUQA recommends that, as further follow-up to its external audit of
offshore programs, Victoria University analyse the degree of equivalence
between onshore and offshore programs in relation to academic
20
requirements, including assessment and feedback to students, and the
student experience. p.42
WESTERN AUSTRALIA
Curtin University of Technology (Curtin) Perth October 2002
http://www.auqa.edu.au/qualityaudit/reports/auditreport_curtin_2002.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_curtin_2002.pdf
http://strategic.curtin.edu.au/documents/tools/AUQA_progress_report.pdf
Commendation
9. AUQA commends Curtin for the very thorough, rigorous and effective
process of quality assurance in place in relation to courses offered overseas.
p.48
Recommendation
20. That Curtin provide centrally coordinated induction and support for all
staff teaching overseas. p.46
Edith Cowan University (ECU) Perth October 2004
http://www.auqa.edu.au/qualityaudit/reports/auditreport_edith_2004.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_edith_2004.pdf
http://www.ecu.edu.au/equ/resources/auqa_overview_progress_report_actio
nplan_jun06.pdf
Commendations
11. AUQA commends Edith Cowan University for the level of support it
provides to international students at its campuses in Western Australia. p.25
12. AUQA commends Edith Cowan University for establishing and
implementing a system of thorough and constructive Set–up Checklists and
Triennial Reviews for its teaching programs offshore. p.26
13. AUQA commends Edith Cowan University for demonstrating
improvements to its quality assurance processes in relation to bilingual
activities in light of its experiences in this area. p.29
Recommendations
6. That Edith Cowan University ensure that its policies governing entrance
and advanced standing are implemented offshore using the same standards
as onshore. p.27
21
7. That Edith Cowan University develop, implement and monitor systems
for effectively controlling all marketing relating to its offshore activities.
p.27
8. That Edith Cowan University regularly conduct comparative analyses of
onshore and offshore student performance in equivalent programs, with a
view to ensuring equivalent student learning outcomes. p.28
Murdoch University (Murdoch) Perth August 2006
http://www.auqa.edu.au/qualityaudit/reports/auditreport_murdoch_2006.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_murdoch_2006.pdf
Follow-up not available
Commendation
8. AUQA commends Murdoch University for the quality and determination
of the staff of the Teaching and Learning Centre and the libraries and their
activities and resources in support of staff and students across campuses.
p.31
Affirmation
7. AUQA affirms Murdoch University‟s approach to bring greater focus and
consistency to its transnational education activities and relationships with
overseas partners and that greater attention should be paid to the preparation
of inexperienced academic staff, and their involvement in the delivery of
their course material. p.33
Recommendation
3. AUQA recommends that in offering Chiropractic training opportunities
in Japan, including programs introduced for the school-leaver market,
Murdoch University examines with its Japanese partner the possibility of
registering with the Japanese Ministry of Education and Training in order to
gain designation as a “foreign university‟s Japanese campus”. p.34
The University of Western Australia (UWA) Perth April 2004
http://www.auqa.edu.au/qualityaudit/reports/auditreport_uwa_2004.doc
http://www.auqa.edu.au/qualityaudit/reports/auditreport_uwa_2004.pdf
http://www.qualityassurance.uwa.edu.au/__data/page/21802/AUQAProgres
sReport.pdf
22
Commendation
16. AUQA commends The University of Western Australia for examples of
good practice in relation to offshore teaching at the postgraduate level,
including those involving supervision of research components. p.47
Recommendations
15. That The University of Western Australia draw upon its successes in
transnational education and the availability of supporting resources, such as
cultural awareness training, to develop a comprehensive quality assurance
manual that will be a key resource for other Schools seeking to establish
transnational programs. p.46
16. That the University of Western Australia develop and implement a
system for monitoring and reviewing offshore partnerships and programs
that involves all key stakeholders and that is integrated into the other review
processes of the University. p.47